Background. Recent research into attachment theory has suggested it provides a useful framework for understanding the psychological therapeutic process. Clinical application of attachment theory has been a recent development in adult mental health research. Previous studies have focused on patient attachment styles and a systematic review of the literature highlights the limited research that explores both patient and clinician attachment patterns. The reported study aims to explore both patient and therapist attachment and the dyadic interaction on the therapeutic process, and, in particular, how attachment influences the early engagement and development of the therapeutic alliance. Methods. Patient participants and clinician participants completed a self-report measure of attachment prior to commencing a psychological intervention. Early engagement was measured through appointment attendance and independent therapeutic alliance ratings from patients and clinicians were completed after the third appointment. Correlations and regression analysis explored the extent to which patient and clinician attachment predicts early engagement and the therapeutic alliance. Results. Fifty-five patients and 38 clinician’s self-report attachment styles indicate greater security amongst clinicians. Patients presenting to mental health services reported higher levels of anxious and avoidant attachment patterns, which were predictive of greater psychological distress. Patient avoidant attachment was associated with poor engagement and both patient anxiety and avoidance attachment were predictive of therapeutic alliance. No relationship was found between therapist attachment and early engagement or therapeutic alliance, and there were no significant interactions between patient and therapist attachments patterns. Conclusions. Findings from the current study suggest that patient attachment style is predictive of reported psychological distress, early engagement and therapeutic alliance. Applying the principles of attachment theory to clinical practice could therefore provide greater insight into the interpersonal dynamics between patient and therapist and help inform services as to how to improve engagement and alliance with insecure patients. The strengths and weaknesses of the study are discussed, which highlights the need for further research with larger samples to build on the current limited findings.

Art as a social engagement in the West can be dated back to the history of avant-garde art starting from the end of nineteenth century. Rooted in his own cultural background, Chinese artist Ai Weiwei's socially engaged art project "Fairytale is more complex than the avant-garde strategy. The work Fairytale established a structure - "1=1,001". That means on the one hand, the participants can be easily regarded everywhere in Kassel as 1,001 mobile works of art. All of them contribute to an entire work. In other words, the 1,001 people consist of one work. On the other hand, everyone is dealing with their personal issues independent of art. In this sense, the entire work can be divided into 1,001 personal experiences. This structure is based on three principles of Chinese philosophy Taoism - the duality between Yin and Yang, the dynamism between Yin and Yang, and the concept of uselessness. Positioning Fairytale within both Western theoretical as well as Chinese philosophical contexts, this essay is to analyze how Chinese philosophy shaped Ai's strategy of social engagement and his cultural identity - Chineseness.

The aim of the research reported in this thesis is to examine the factors that Irish post-primary teachers report as influencing their decision making regarding engagement in continuing professional development (CPD) and to present a conceptualisation of what I call engagement. The study examines the current research and theorising about CPD and from this develops an analysis and argument about how there is a need, within the context of CPD, to examine the relationship between the agency of the professional and the structuring context in which they are located. The study offers, through case study work with teachers in six post-primary schools in Ireland, new understandings of teachers' personal views, opinions and reflections with regard to the factors that influence their decision making regarding engagement in CPD. The analysis of the data leads to a number of outcomes, firstly, it offers a conceptualisation of these factors as a contribution towards a refinement of understanding of a model of engagement in CPD, secondly, consideration is given to what engagement means for professionalism and professionality and the implications that arise for both the policy makers and for post-primary teachers in Ireland. In pursuit of these aims the following research questions are addressed:1. What are the factors that influence teacher decision making regarding engagement in CPD?2. What does this mean for CPD and professional practice?The findings presented in this study are twofold. Firstly, in general, Irish post-primary teachers recognise the need for, and appreciate the potential value and benefit of professional learning in developing their understanding of the learning processes and its potential to improve the student experience and learning outcomes. Secondly, within the current Irish context individual teachers’ decision making with regard to engagement in CPD is influenced by a variety of factors but none more so than that of the impact of their decision to engage on their own personal lives. Consequently, it shows that there are emerging tensions between teachers and the Government in light of recent Government policy to locate more and more CPD events in an after school-time elective context. These issues combine to an examination of how teachers are being positioned and are positioning themselves for the reform process and what this means for the professionalism and professionality of Irish post-primary teachers.

Doctor of Philosophy / Department of Psychological Sciences / Patrick A. Knight / A significant body of academic work has amassed supporting the importance of employee engagement in the workplace and its ability to influence business outcomes. However, much of this research has been concentrated in high-contact occupations in which the relationship between the employee and the customer is prolonged and involved (e.g., financial consulting, nursing, etc.). The current study utilized movie theatre environments to determine if the ability of employee engagement to influence service delivery and business outcomes persists in low-contact service environments. This research found that even in settings characterized by brief and perfunctory employee-customer interactions, employee engagement at the business unit level significantly influenced service delivery as measured by the resulting overall guest satisfaction. Furthermore, this relationship was fully mediated by guest satisfaction with friendliness of employees, speed of service and cleanliness of the environment which previous research has found to be the primary drivers of overall guest satisfaction within this environment. Partial support was found for the ability of employee engagement to significantly predict reductions in employee turnover as well as reductions in operational inefficiency and negligence. No support was found linking employee engagement to the productivity/profitability of the business unit. Given these research findings which provide additional support for the importance of having an engaged workforce, we examined how employee satisfaction with various aspects of the company and occupational environment correlate to the employee’s level of engagement. We further segment these correlations by demographic groups to better understand the relationships and more effectively target future initiatives geared toward the improvement of employee engagement.

The thesis aims to determine the effectiveness of the Church of England’s (C. of E.) guidance for writing statements of significance. It examines the adoption of ‘significance’ as a system for deciding what elements of the historic environment should be conserved and in what way. The growing influence of significance-theory will be examined along with the emerging practice of defining significance through the identification of multiple values. The question of who should be involved in the process of identifying significance will also be discussed in the context of the increasing importance of public engagement both politically in the U.K. and in the international conservation world. The issues which make the C. of E. a separate case from the secular system of conservation will be examined including its separate system of building consent, different conservation principles, the particular issues surrounding historic buildings which remain in their original use and the C. of E.’s emphasis on voluntary, pubic involvement. The thesis uses St. John the Baptist, Plymtree a parish church in East Devon as a case study in order to test the effectiveness of the C. of E.’s current methodology for determining significance. Before this examination takes place the historic development of Plymtree church is examined in the context of the regional and national background. In addition to assessing the significance of Plymtree church according to the C. of E. methodology the church will also be appraised using three other methodologies for assessing significance; two secular methods and the Churches Conservation Trust methodology. The results of these four appraisals will then be analysed for their strengths and weaknesses and a new methodology created which reflects these results.

Magister Educationis - MEd / This thesis sought to understand the various ways in which Sokoine University of Agriculture (SUA) in Tanzania, as a teaching and research institution, engages with its communities. This was prompted by the increasing calls upon the universities, both locally and globally, to become relevant to the communities through community engagement. Although the idea of community engagement has emerged and continues to gain momentum in higher education, there have been different understandings and shifts in the ways in which universities are practising community engagement. The study is located within the broader debates in the literature, which sees community engagement as a contested concept in terms of its exact practices and outcomes, particularly in relation to the university’s core activities of teaching, learning and research. With the contextual nature of community engagement, a case study design was deemed to be suitable for this type of study. Data collection instruments comprised of document reviews, semi-structured interviews and focus group discussions. From the data collected and analysed, there are three key findings in this study. Firstly, community engagement in the Tanzanian higher education system in general has moved from predominantly supporting communities to incorporating some aspects of teaching, learning and research, as well as economic pursuit. This is illustrated in practices such as national service programmes, continuing education, volunteering, field practical attachment, community-based research, commissioned research and consultancy, participatory action research, experiments and technology transfer. Secondly, whereas some of the practices are fading away in some Tanzanian higher education institutions, those that are active at SUA fall within both the Land-Grant (one-way) and Boyer’s (two-way) models of community engagement. Thirdly, there are no deliberate efforts by SUA to institutionalise community engagement as a legitimate activity that enriches teaching, learning and research. As such, there are loose and discontinuous linkages between community engagement and SUA’s teaching, learning and research, attributed to a weak institutional approach to community engagement.

Magister Commercii (Industrial Psychology) - MCom(IPS) / The study examines three emerging salient themes. Firstly, it highlights the current perception of informal learning in the workplace which has multiple definitions and descriptions. The second theme draws attention to the sociocultural structures and the impact on individual engagement in workplace learning. The last theme illustrates the potential of informal learning and how individuals and their learning environment at work cannot function independently. Employees no longer have time for the inefficiencies of the past, old-style training they want to be co-participants in learning not simply receivers (Cross, 2007).By diagnosing the current status of informal workplace learning, the research examines the employee engagement, the perceived factors that affect learning engagement and explores the links between informal workplace learning and the performance of the organisation. Against the background of informal learning in the workplace, a learning organisation has been characterised, as an organisation that has development in place that supports learning and recognises the value of learning and extends itself towards the enhancement of employee’s proficiency and transfer of learning to others (Berg & Chyung, 2008).

Magister Commercii (Industrial Psychology) - MCom(IPS) / The primary objective of the study was to gain a deeper understanding of the impact of job resources and job demands on work engagement and employee turnover intentions within the IT division of a South African bank. The Job Demands-Resources (JD-R) model was applied as theoretical framework to identify the unique job resources and job demands driving work engagement and turnover intentions of employees within this highly specialised section of the South African banking industry. Quantitative data was collected from 239 IT professionals via a self-administered, web-based survey comprising of four sections. Participation in the survey was voluntary, anonymous and confidential. The first section of the survey consisted of gathering of the participants’ biographical and employment information. The subsequent sections provided a measurement of the specific latent variables using valid and reliable measuring instruments, including the the Utrecht Work Engagement Scale (UWES-17) designed by Schaufeli, Salanova, González-Romá and Bakker (2002), the Job Demands- Resources Scale (Jackson & Rothmann, 2005), and Roodt’s (2004) Turnover Intentions Scale (TIS).

Magister Commercii (Industrial Psychology) - MCom(IPS) / To gain further insight, the purpose of this study was to investigate the impact of leadership styles, particularly the impact of transformational and transactional leadership on employee engagement. Within a business context, transformational leaders are those “extraordinary” individuals that have the ability to capture their employees’ attention, intellectually stimulate them and strategically align them with the vision and mission of the organisation. Contrary to this, is transactional leadership which is basically an exchange relationship between the leader and employee whereby the leader exchanges rewards and/or incentives for performance. Both styles of leadership are instrumental in engaging employees within the organisation, although a plethora of literature suggests that transformational leadership impacts more significantly on employee engagement (Schaufeli & Bakker, 2004).

The thesis reviews recent and current literature on leadership, and in particular on distributed leadership and complexity leadership theories. It describes my research into the factors affecting the success of transition towards a more distributed approach to leadership in two cases: one is a large UK private company and the other is a large UK university. The longitudinal research was conducted over the period from 2011 to 2013, using repeated interviews at senior and middle management levels, document analysis and observation to collect a rich set of data about both cases. I used a template to help analyse the data from each case. Through subsequent cross-case analysis the thesis identifies certain factors that influence the degree of success in making the transition to a distributed form of leadership, which involves not only devolved decision making but also increased levels of collaboration and organisational agility, which are key concerns of leaders of large organisations according to recent research across top 250 companies in the UK (Ipsos MORI, 2015: 5). The conclusion from my research is a framework called connected leadership, which describes the critical success factors and how they inter-relate. The first factor is having senior leadership committed to being role models, which is a pre-requisite for successful transition. There are then two factors that lay a strong foundation for the transition, namely having a shared organisational purpose and vison and values-based approach to leadership behaviour. Finally there are factors that then make distributed leadership work in practice: consistently devolved decision making, an emphasis on collaborative achievement, and agility and learning. The thesis provides practitioners with insight at both the organisational and leadership role levels, based on the connected leadership model. At the organisational level, I have derived from the research certain indicators for each factor that help diagnose and plan for the introduction of a distributed leadership approach. At the leadership role level the framework provides a helpful guide to developing leadership capability and role definition. The connected leadership model represents a coherent guide for leaders to use as a template for successful transition to a more distributed, collaborative and agile organisation, which is able to compete effectively in the 21st century networked society. Academically, this thesis provides a synthesis of distributed and complexity leadership theories, as well as drawing on authentic leadership theory, in order to understand the organisational and human dynamics that influence the transition to a more distributed leadership approach. Both cases are large organisations, which means that the factor framework provides relevant insight into how distributed leadership can be effective in large and relatively complex organisations.